Abstract
Learning with self-explaining examples is an effective method in well-structured domains. The authors analyzed this method in teaching the complex skill of argumentation, experimentally comparing 4 conditions (N = 71 student teachers) that differed with respect to whether and how the processing of the examples was supported by self-explanation prompts. They found that examples of argumentation could be successfully used to teach declarative knowledge about argumentation. However, when the skill of argumentation is to be fostered, prompts that direct the learners' attention to the principles of argumentation should be used. The authors demonstrate that learning with self-explaining examples is also a promising method of enhancing skills in ill-structured domains such as argumentation.
Published Version
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